Elementary Preservice Teachers’ Noticing in the Context of an Early Mini-Teaching Experience

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 1
  In Roundtable Session: Cultivating Effective Mathematics Instruction: The Role of Beliefs, Play, and Teaching Simulations in Preservice Teacher Education (Table 13)

Abstract

In this study, we explored ways in which preservice elementary teachers (PETs) enacted the number talk routine early on in their teacher education program and what teacher moves the PETs noticed as effective and ineffective when watching video clips of their own teaching. Analyzing the PETs’ teaching clips, interviews, lesson plans, and reflection papers revealed that the PETs enacted the routine in very different ways and that what they noticed in the videos of their teaching was fairly similar, although the extent of their noticing varied. This study has implications for the design of mathematics content-pedagogy courses, especially for the design of the routine teaching activity to support PETs’ learning from early on in a teacher education program.

Authors

• Ok-Kyeong Kim, Western Michigan University

• Theresa J. Grant, Western Michigan University

• Mariana Levin, Western Michigan University